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Purpose: This study examines how professional technicians' teaching styles and students' learning readiness affect cooking skills performance in culinary inheritance. Design/methodology/approach: This study constructed a learning performance model from the situated cognition perspective using a sample of students at universities and vocational colleges on a professional technician course. A total of 4,000 questionnaires were mailed to students, of which 2,018 were returned. Findings: Students regard technical professors as teaching experts and expect them to care for their learning, while professional technicians' knowledge sharing significantly increases students' learning performance. The findings provide insight into professional technicians' teaching styles for academics. Originality/value: This study focuses on the situated cognition perspective and its correlation with students' learning performance and discusses professional technicians' knowledge sharing as an important influencing factor.

In this article, the author describes one way to teach about religion in elementary school social studies using the C3 Framework IDM model. The compelling question that guides the lesson focuses specifically on whether Judaism is a race, religion, or ethnicity. Each compelling and supporting question in the lesson is connected to one or more picture books that complicate student understandings of what it means to be Jewish. Students use these texts to develop answers to the questions. Throughout the lesson, students are asked to engage in formative performance tasks, but teachers are also encouraged to intentionally facilitate classroom discussions using structured discussion strategies.

Children from three years to the age of five are considered pre-primary students when their emotional, social, cognitive, linguistic, and other skills are built and developed, which helped determine the future behaviors of a child. Children are heavily impacted by their surroundings and the people around them throughout this critical stage. In the 21st century, Bangladesh's pre-primary education system has been heavily shaped and developed, following Western pedagogy. Parental aspiration remains a crucial path in developing the ECE curriculum in Bangladesh. The ECE curriculum is being remodeled under the influence of the national culture, considering the parental aspiration for the betterment of their children. Cultural components, such as customs, beliefs, social norms, regulations, and religions, have signifi-cantly influenced education. This study aims to investigate the pre-primary education system and identify the changing patterns influenced by culture globally and nationally. In this study, a mixed-methods approach has been employed for the data collected. This exploratory study used inductive reasoning to weave latest information into innovative ideas. Since the parental perspective varies in division wise needs and progress enhancement aspirations, the participants were selected from four divisional headquarters of Bangladesh: Dhaka, Chittagong, Khulna, and Rangpur. For the comprehensive development of cognitive and behavioral patterns, children must be exposed to the history and culture of the community by making the curriculum more engaging. Thus, a refined early learning through ECE has been vital to building a dynamic, economic, and strong nation for the future of Bangladesh.

Many countries have recently called for educating global citizens, suggesting that global citizenship education (GCE) can contribute usefully to individuals and the greater world. However, so far there is no clear definition of how best to teach GCE. Educators in the Netherlands have recently given attention to citizenship education but not to GCE. This article investigates Dutch GCE, regarding the visions schools develop and their translation into pedagogical practice. In a mixed-method design, 15 teachers, 25 coordinators, and 11 school leaders from 47 Dutch secondary schools completed a survey. The results show that Dutch schools mainly operationalized GCE in terms of socialization and cultural GCE. School-level implementation of GCE occurred mostly by integrating it into the teaching of other subjects. Implementation on a class level was mainly focused on group conversations, group assignments, and excursions.

Recent improvements in advanced artificial intelligence (AI), including large language models (LLMs) such as ChatGPT, and the subsequent release of these models into the public domain have instantly provided the public with technical capabilities that previously required years of engineering education to acquire. The ability of these models to perform technical tasks such as writing MATLAB code and generating corresponding technical reports challenge these and other components of a traditional engineering education with obsolescence. However, these models are inherently limited, primarily in their ability to evaluate and create, which are strictly human capabilities. The traditional focus of higher engineering education, to create what we've termed Human Calculators (HCs), should adapt to develop instead what we've termed Advanced Engineer (AEs) by embracing AI and elevating the importance of their humanity, namely through the integration of culture and the arts into the engineering curriculum.

This study had two aims: first, to reveal the experiences of educators who work with refugee students in Samsun (Turkey); and second, to divulge the views these teachers have on the social inclusion of refugees. The research was designed using a case study approach; 18 individuals participated in the research, who were selected from 12 schools within the criterion sample. A semi-structured interview form was utilized to collect data, which were analyzed using a content analysis approach. Some participants indicated that some refugee students were indifferent toward their lessons, would act in violent ways at school, experienced academic inadequacies, and possessed language and communication issues. Other teacher-participants pointed out that refugee students suffered from discrimination at school. In a general sense, the participants had a positive attitude towards refugee social inclusion, and they believed that refugees should be given employment opportunities; but refugees should also learn about Turkish culture and values. The study concluded that an equal distribution of refugees across schools and residential areas is necessary and that organizing events where refugees and Turkish citizens can join together provides the whole society with opportunities to learn about multiculturalism, which in turn can accelerate social inclusion.

Although research shows that critical outcomes occur for Native students when culture-based education (CBE) centers self-determination, sovereignty, and Indigeneity, Kanaka 'Oiwi (Native Hawaiian) students rarely learn about these concepts. This review thus seeks to understand how scholars operationalize self-determination and Ea (sovereignty, life) in research on Native Hawaiian CBE and the extent to which this operationalization provides pathways for students to internalize the two concepts, self-identify as Indigenous, and enact praxis. By foregrounding Kanaka ways of knowing and being, a Kanaka 'Oiwi literature review methodology (Kanaka'OiwiLRM) is conceptualized and engaged to analyze 20 literature sources. Findings indicate that self-determination and Ea are positioned as the foundations and outcomes of CBE, yet disregarded as a basis for Indigenous self-identification. This results in a call for a purposeful decolonial Native Hawaiian CBE approach that nourishes Indigenous unity and supports self-determination, Ea, and pathways toward praxis.

In the new age and the conflict of competition between societies, the superiority of countries depends on the extent to which they benefit from modern science and knowledge, and ultimately the scientific effort and technology that generates creative and efficient human resources as the main factor Finding development. Higher education represents an important type of investment in human resources and contributes to sustainable development by providing and promoting the knowledge, skills and attitudes needed by learners. Higher education promotes knowledge and new research and scientific advances. And this new knowledge owes much to human creative thinking. Therefore, creativity is one of the most important and pervasive human activities. Higher education as a manifestation of the culture of any society has a great role in the dynamism and creativity of learners. Looking at the events of the last hundred years in Afghanistan, we will know that what should have been considered in the educational centers has not been observed. A severe blow has been dealt with the various economic, social, political and cultural sectors of Afghanistan. The purpose of this article is to introduce creativity in higher education and examine its role in sustainable development to raise the attitude of educators. Because the key to cultural education, which is the key to the development and progress of society, must be found in the hands of novice and innovative teachers who believe in different creative teaching patterns.

The purpose of this study was to determine the process of cultivating siri' cultural values, developing Islamic education in Muslim children in Tana Toraja, also looking at the opportunities and challenges on the cultivation of siri' cultural values in Muslim children in Tana Toraja, The research method used is qualitative research with a naturalistic type. The research location is in Sangalla, Tana Toraja Regency. The data collection method uses observation, interviews, and documentation. Based on the result of the research and the discussions found, siri's cultural values for Muslim children in Tana Toraja towards Muslim children aged 7-18 years are continuous, individually carried out in the household environment and groups carried out in the school community. They are planting siri' cultural values for Muslim children in Tana Toraja in line with Islamic education. Opportunities in cultivating Siri' cultural values for Muslim children in Tana Toraja through socio-cultural/customs environment, dakwah, education activities, and religious harmony are maintained. Siri's cultural values' challenges are the lack of Da'i/ Muballigh and Islamic Education Teachers, customs, and dakwah competition.

The character education implementation in every school becomes a program of national education system policy in Indonesia. Its orientation is more focused on advancing national character development based on local wisdom and unique culture in Indonesia. The authority of the Indonesian education system policy program in strengthening character education covers religiousness, nationalism, independency, mutual cooperation, and integrity with the development of local wisdom-based learning materials. The purpose of this research is to discover the process of dance learning implementation in students' character education development. This research employs quantitative with descriptive statistics data analysis. The data were collected through an observation of 22 primary school students during a dance learning process and in-depth interviews to two dance teachers to obtain data regarding local wisdom-based dance learning implementation to develop students' characters. The findings show that character education developed in local wisdom-based dance learning can be done through various learning activities such as appreciation and introduction of traditional dance materials, instilling values, independent and group study to build independency and mutual cooperation, and familiarize students to pray before and after learning. These are to plant local wisdom values through dance movement learning.

Vean is a tool used to catch fish in traditional way in Ohoi Disuk, Kei Island, in Southeast Maluku. This study aims to examine vean tradition as a local wisdom of customary people that has been inherited from generation to generation. This research uses qualitative method applying descriptive analytical approach. The number of respondents is 10 people. The results show that the construction of vean resembles the human body, which implies that humans must move their limbs to work in order to meet the life needs. In addition, vean (sero) can also build relationship between the sea and humans as keepers and connoisseurs of nature. Vean has three main motivations, namely economic aspect to create quality of life, social aspect to develop a sense of justice without expecting anything in return, and ecological aspect for the conservation of ecosystems and marine life. On the other hand, vean has very meaningful values to maintain kinship and brotherhood in building social relations, creating a good social harmony. Based on the perspective, motivation, and values contained in vean, this local wisdom can be used as a way to strengthen maritime culture in history learning because it comes from the culture of local community as a source of learning.

The present study aimed to provide a conceptual model of cultural policy-making in Payame Noor universities in District 8 based on piety and virtue. In this study, the components of cultural policy based on piety were first identified through exploratory studies and surveys of knowledge-aware experts using the Delphi technique, and then these factors were tested in the form of a model designed in the statistical population. The statistical population of the study was 30 experts to test the model and to measure the research variables according to the managers of District 8 Payame Noor University; the head of cultural affairs of the university and clerics and professors of Islamic education department of Payame Noor Universities District 8 were used, which were 110 individuals. Due to the limited statistical population, the census method was used. The present study is a descriptive-correlational research that has been done by survey method. Furthermore, this research is development-applied in terms of purpose. The data collection method in this study is a combination of library and field studies and the tools of data collection are review of documents, interviews and questionnaires, which confirmed the validity and reliability of the questionnaires. In order to analyze the data, descriptive statistics (types of indicators, statistical tables and graphs) and inferential statistics (structural equation modeling) have been used. The research findings, while confirming the proposed model of research, showed that piety and its components: God-centeredness and monotheism, promoting the need to obey divine sovereignty, expediency in Islamic culture and meritocracy (Imam Ali's biography) have a positive and significant effect on cultural planning. At the end, research suggestions were presented.

This paper aims to determine the problems and gains of Turkish teachers employed in Europe. The research was designed in the survey model and the basic qualitative approach. The sample group of the study consists of 210 Turkish teachers who work in Germany, France, England, and Switzerland. The data were collected by an open-ended survey and analysed by the descriptive analysis method. The results revealed that teachers experienced adaptation problems in language and communication, housing, a feeling of loneliness, prejudices, a new educational environment, and cultural diversity. Besides, they had social problems, family affairs, relationships with associations, health, and economic issues. Furthermore, teachers had professional, personal, social, and financial gains.

This paper offers a brief personal reflection on some leadership related observations from work as an early childhood teacher educator over the past thirty years. Te Tiriti o Waitangi education is a specific area that has previously not been sufficiently prioritised and has only comparatively recently been affirmed in government policy as a key focus of education henceforth. This paper reflects on some of the underlying reasons for this omission within education, pointing to notions of white supremacy in the colonialist assumption of sovereignty and ongoing racism that has negatively impacted on educational experiences and outcomes for Maori in Aotearoa and has also resulted in the degradation of our environment despite Tiriti o Waitangi assurances about the sustenance of rangatiratanga and protection of taonga which should have supported ongoing kaitiakitanga of te taiao. Some hopeful recent policy initiatives are acknowledged. It finishes with recognition of the current climate emergency and the need for urgent educational leadership required in response.

It is the responsibility of every individual to ensure the continuity of the cultural assets and values that societies have. One of the important components in the protection of cultural heritage is awareness. In this study, it is aimed to determine the perception and awareness of the students taking geography undergraduate education towards the universal cultural heritage values and assets of Turkey. For this reason, case studies have been conducted. The study, a quantitative researches, was fictionalized in a survey design and conducted with 204 students. The data were collected using a form of 35 open-and closed-ended questions developed by the researcher that determine the awareness of Turkey's cultural assets and values. In general, the perception and awareness of our cultural heritage values and assets, which are tangible and non-tangible, were found to be moderate. In line with the findings, it is proposed to plan detailed studies on raising the cultural heritage awareness levels of the students, to place more emphasis on the subject in the courses, and to organize curriculum programs for this area.

Translation has been considered as a cross-cultural act comprising the transference of the cultural signs, rather than only finding the equivalence of linguistic patterns in the target text. As bridge-builders between different cultures, translators assume a very significant role in order to achieve the most appropriate cognitive, cultural, stylistic, and linguistic equivalence in the target system. This role becomes more challenging and problematic when the target audience are children. By emphasizing the difficulties in translating children's literature and the required strategies, the present study examines the Turkish translation of culturally-bound words and expressions in Tolkien's "Letters From Father Christmas." Within the framework of Lawrence Venuti's concepts of domestication and foreignization, and Klingberg's scheme of cultural context adaptation categories, this study analysed the translator's strategies and decisions and discussed whether the translator successfully conveys the same impression in the target audience in a context which is foreign to the Turkish culture and children in particular.

The blend of traditional and contemporary culture in South Korea offers study abroad students a valuable setting to learn about psychological constructs. Despite South Korea's potential as a study abroad destination, the body of literature on teaching psychology abroad in the country remains undeveloped. An immersion experience can be a valuable way to teach study abroad students about culture-specific constructs. The present article highlights how I attempted to teach three culture-specific constructs ("han," "jeong," and "chemyon") during a short-term, intensive study abroad experience in South Korea, utilising various excursions and activities. Examples of learning activities discussed in this article are The War and Women's Human Rights Museum to learn about "han," Baby Box to facilitate discussion of "chemyon," and dining out experience to learn about "jeong." As appropriate, I integrate student written assignments and results from a survey to illustrate how the learning of the culture-specific constructs took place.

STEM (science, technology, engineering, and mathematics) education is recognized as the world's top education program. However, few STEM programs have been designed based on cultural-historical events. To explore this issue, the present study drew on the cultural-historical activity theory and the content analysis method by adopting the descriptive-interpretative approach to explore the STEM content of the Dujiangyan Irrigation System (DIS) in present-day Sichuan, China. As early as 2,275 years ago during the Warring States period, Li Bing, the governor of Shu Shire in the Qin state, implicitly implemented the STEM concept when building the irrigation system. The results of this study indicate that the DIS incorporates Science (e.g., the hydraulic principle), Technology (e.g., making a large cobblestone Bamboo-Cage for building Fish Mouth), Engineering (e.g., water-level measurement) and Mathematics (e.g., Calculation of sand discharge). Adopting an educational pedagogy proposed by UNESCO which emphasized learning concepts from daily life, the present study draws on a cultural-historical event to inform STEM learning. The method and results of this study can be applied in the design of STEM programs based on other cultural-historical events from around the world.

All individuals expect to be informed about and respectful of human rights for the sake of international peace. This study aims to evaluate students' views and suggestions on Religious Culture and Ethics courses regarding human rights education in Turkey. A qualitative method was followed by adopting a case study inquiry. The participants were 7th and 8th grade students studying at a secondary school in Turkey. There were 30 voluntarily participants who took part in the study, and completed a questionnaire on the Religious Culture and Ethics Course. The results indicated that religious culture and ethics courses were considered as one of the most suitable platforms in which to teach human rights. The results also reported that there were fundamental differences in the perception of religious education and the emphasis on human and individual rights in religious culture and ethics courses, and instead of universal values, the results show that Islamic values were prioritized rather over universal values. The participants, who talked about the need to cooperate with other courses in a multidisciplinary way to ensure human rights education wanted to find solutions for the security of humanity in this age of wars and migrations. Based on these results, the subjects and themes covered in religious culture and ethics courses can be reviewed and teachers should be more sensitive while teaching human rights. In this regard, educational researchers and practitioners need tools that can be applied in a range of local, national, and international contexts and scales in this age.

Knowledge of Aboriginal and Torres Strait Islander histories and cultures presents opportunities for geography students to learn about holistic belief systems that are spiritually and intellectually connected to the land, sea, sky and waterways. One means that geographers use to examine these connections is through the notion of relational space. In this article, the space occupied by Gweagal inhabitants of Kamay/Botany Bay, circa 1770, is presented in relational terms. By way of contrast, absolute space is emphasised in the context of James Cook's expedition two hundred and fifty years ago. Of course, both absolute and relational space are co-present in both contexts.

The school-based curriculum is one of the crucial ways of Chinese traditional culture education. Therefore, it is essential to discuss the current elementary and middle school students' satisfaction with the traditional cultural school-based curriculum. A survey of the curriculum satisfaction of 120 elementary and middle schools in China with a traditional cultural school-based curriculum found that students' satisfaction with these curriculums is generally average. However, students believed that the quality of the curriculum is still low. Its main manifestations were passive satisfaction, compromise satisfaction, excellent satisfaction, fall satisfaction, and autonomous satisfaction. This highlighted the problems of some traditional cultural school-based curriculums like the positioning is based on subjective guesswork, the content has not been effectively screened, and the implementation method is a single indoctrination. Based on this, we suggest that: (i) create an all-round atmosphere for students to learn traditional culture actively; (ii) reshape the traditional culture in the curriculum according to the value of the times; (iii) guarantee the cultural resources and professional teachers of curriculum implementation with discipline construction, and (iv) focus on the experience of the implementation process.

This article describes the process of developing a pilot learning community at East Tennessee State University, focusing on the collaboration of academic and student affairs administrators. Exploring how the literature on the integration of high impact practices, namely learning communities, service-learning, and domestic travel study informed our decisions regarding the structure and content of the pilot, we examine how this experience set a foundation for institutional exploration of future learning communities praxis. We describe the nature of our collaborations in the curricular and co-curricular learning community components and discuss the self-reflections that were necessary to help guide the learning of students. The article concludes with a summary of assessment results and reflections on major takeaways.

This paper records how a group of high school second-language English learners in an international school studied their host country's cultural heritage. The school enrolls international and host country students and both groups of students participated in this study. They collaborated on a cultural project that involved using host country heritage as a way to develop language proficiency. During the process, students looked for commonalities among different cultures, inquired into the past, and developed both speaking and social skills. As they attempted to discover the intricacies of the local community and its culture, they had to use skills and strategies that increased the likelihood of successful interaction. Their academic engagement increased and at the same time, their intercultural sensitivity was increased.

If the global and multicultural social environments in which we find ourselves nowadays define who we are, then "we," as social beings, are embedded in various relevant social communities in which we are acting, interacting, affecting, and being affected through our communications. In our case, teachers and learners change and coproduce cultural assets through their daily practices, while they explore, interact, and embrace the already existing local Cultural Heritage of their new settings. This paper moves beyond text-oriented approaches and towards cutting-edge trends in education and second language learning. A new global application is presented which utilizes the recording of urban heritage landscapes as mediums for second language acquisition and social inclusion. The methodology is based on the case study of a coproduced (between teachers and learners) Historical Area Assessment in a diverse area of Cardiff city. It shows the benefits brought to the refugee and asylum seeker learners regarding their second language competence levels and the social inclusion they achieved in their local community. Through this innovative application, which combines heritage recording with drama in education, learners take the lead in the recording of the urban heritage landscapes, and the teachers focus on the creative and experiential aspect of the learning process through drama. The ultimate aims are to present a new heritage and drama-based way for second language acquisition and social inclusion in the multicultural classroom.

Since 2004, the English Access Microscholarship Program, a U.S. public diplomacy initiative, has impacted at least 150,000 nonelite youths. U.S. Department of State employees created the program in response to suicide bombings committed by Moroccan youths at international sites in Casablanca. The program later expanded throughout the Middle East and then across the world, eventually operating in more than 85 countries for students aged 13-20. In this paper, I examine images promoted by the program associated with the mission for students to develop an "appreciation for U.S. culture and democratic values through cultural enhancement activities" using critical concepts such as "educative-psychic violence" and Ngugi wa Thiong'o's description of education as a "cultural bomb." Troubling content promoted by the program features students depicting themselves as lacking dignity and worth paired with portrayals of gaining dignity and worth through their participation in the program. Additionally, the program's "cultural enhancement activities" intended to promote "appreciation for U.S. culture and democratic values" often occur in communities deeply impacted by the U.S.-led War on Terror and amid dramatic economic and military power differentials. Finally, my analysis encourages academic engagement with policy makers on the use of education within public diplomacy initiatives.

Working to learn a language both contributes to language revitalization and teaches learners about themselves, thus developing a sense of mental and spiritual well-being associated with learning the learners' ancestral language. In addition, on an institutional level, those who contribute to language revitalization and hold space for the language form connections with people and resources that can contribute to institutional growth. In alignment with its mission and current strategic planning efforts, it is a goal at Fond du Lac Tribal and Community College (FDLTCC) to continue expanding its language programming. FDLTCC's Anishinaabe language classes provide a solid foundation of language study for full-time students and community members alike. Hundreds of hours of Ojibwe language stories and songs have been recorded in the studio and in the surrounding community by the studio coordinator, multimedia productions faculty, and students. The college's vision for preserving the language for future generations includes creating a resource database with capacity to store the recordings that have already been produced, along with new contributions to the collections. Just as the founders of the college made connections that allow those living now to have access to a tribal and community college in the area, those today add in their own ties through their efforts to build just a little more onto the vision they started with.

The Tremembé people live on the west coast of the Brazilian state of Ceará in three municipalities (Itapipoca, Acaraú and Itarema). Despite having suffered from being labelled dismissively as mixed-blood through intermarriage with Portuguese settlers, and thus denied their Indigenous identity, this Amerindian group has achieved social notoriety by organising themselves around their sacred ancestral ritual, the Torém. It is a circular dance, with singing in Amerindian and Portuguese, that evokes "enchanted" beings, and during which participants drink mocororó (a hallucinogenic drink made from fermented cashew nuts). This ritual permeates the transmission of particular identity knowledge such as language preservation, self-designation and identity affirmation. The study presented here examined how the Tremembé pass on their Indigenous knowledge at Maria Venâncio Differentiated Indigenous School, located on the beach of Almofala in the municipality of Itarema, through the practice of the Torém ritual. Choosing a phenomenological approach for their research, the authors describe their observations of Torém teaching sessions at the school and evaluate the oral reports of six Indigenous people whom they interviewed. This article instigates and contributes to the debate on an expanded conception of intercultural education.

This article describes the impact of a didactic proposal implemented in a visual arts course which intends to promote intercultural competences and work on identity awareness through collective learning activities, using the framework of UNESCO's Intangible Cultural Heritage (ICH). Firstly, the term "collective learning" is defined in the context of humanities teaching as a multimodal and multi-source process of learning that contemplates the feedback between the individual the collective. Secondly, the framework of ICH is presented. Lastly, a quantitative comparative analysis of data from two different versions of the same course is performed: Group 1 in an in-person study abroad context and Group 2 in a remote environment. The examination of the results offers insight on a generalized effective acquisition of intercultural competences following the framework while highlighting the translation of study abroad elements of collective learning into the digital environment as a means to promote horizontal learning and self-assessment.

For students participating in study abroad programs in seemingly familiar environs, ongoing cultural mentoring is critically important. This study looks at intercultural development using both the Intercultural Development Inventory (IDI) and qualitative analysis of reflective writing assignments. U.S. participants in a semester-long faculty-led program in Australia experienced significant intercultural growth as measured by the IDI. Four writing prompts were analyzed in terms of how well they correlated with student IDI Developmental Orientation (DO) scores. Written reflection reveals how students write about intercultural issues at different developmental stages. Some writing prompts were found to facilitate intercultural development, allowing students to 'write beyond' their DO scores. While sojourners effectively wrote about cross-cultural issues pertaining to the host environment, more ethnocentric thinking was revealed when asked to reflect on cultural conflicts in their home community. The findings illustrate that significant intercultural growth is achievable in a culturally and linguistically similar host country, and that carefully designed reflective writing prompts can both illustrate and facilitate meaningful intercultural growth.

Nations that have strong connections with their past can reach their objectives more reliable and secure. This can be achieved through culture. Culture is transmitted to new generations mostly by education. Educational institutions undertake the role of transmitting culture to new generations, developing and changing the culture of that society. Schools are the most important educational institutions of one's life. Schools use different kinds of materials while carrying on this goal. Textbooks are the most important element of these materials. Aim of this study was to examine Social Sciences' textbooks which are being used in 7th grade classes in public schools; recommended by National Education authorities, in terms of selected cultural values which are determined as: family life, lifestyle, traditions, ceremonies, and holidays. This study was implemented by document analysis which is one of the qualitative studies. This study was based on a descriptive analysis and descriptive study model which investigates cultural objects within specified textbooks in regard to visual and textual respects. After the inspection of 7th grade social sciences textbooks of Ministry of National Education, it can be concluded that some cultural objects were mentioned but these are not enough. Especially for social science course culture should be more emphasized. Social sciences course is not only a history course but also a course that should include culture as well.

This survey study gathered data from 63 secondary school teachers of six different foreign languages in the state of Utah. The study describes how secondary FL teachers viewed the role of culture in language teaching, the models and methods they used to teach culture, and their attention to culture in their lesson planning, instruction, and assessment. Factors associated with greater or lesser attention to culture as an element of the curriculum are also discussed.

The purpose of this study is to find out the principle of composing listening materials that contain local wisdom based on the dimensions of roles and parts. The problem formulation of this study is how the principle of composing listening materials that contain the value of local wisdom based on the dimensions of roles and parts. The findings of this study can be used as a reference in making learning models, especially listening materials which can be used as a means to foster students' characters related to their culture and appreciation toward local wisdom. The research design used in this study is research and development (R & D) design. This research produces roles with local wisdom to be an emotionally better person for a harmonious life, especially when the students are engaged in group discussion activities. To teach local wisdom related to environment care can be done through learning activities. It can be seen how the students are actively participating in the listening activities. Then, cognitive domain can be carried out in the learning process in the form of memorizing or remembering. Meanwhile, the affective domain can be performed through performance, discussion, and group work. It is expected that the finding can be an alternative reference to develop listening activities by internalizing local wisdom as a national identity. Also, the listening activities prepare young generations to preserve local wisdom from a nation.

This research presents two educational activities realized in the 2017-2018 school year, at the Extended Programme Kindergarten, from "Nicolai Nanu" Technological High School in Bro?teni, Suceava County, Romania. In both activities, there were involved representatives from three generations and the preschoolers had an active role. At the activity 'I'm proud to be Romanian', representatives from preschoolers' families were actively involved in some activities, generating interactions between generations. At the demonstrative activity 'I'm Romanian, brave Romanian', there was an intense interaction between the pre-primary school teacher and the preschoolers and a little interaction between the invited pre-primary teachers and the preschoolers. Both activities had the role to enable the preschoolers' patriotic education and to make them aware of their local, regional and national identity through discussions about the national symbols, about the country and the people, through the intonation of the national anthem and of other patriotic songs, through wearing traditional costumes and through the execution of some Romanian dances.

The cultural elements are significant for native language teaching, so it is unavoidable that the Turkish textbooks include cultural elements. The aim of the research is to determine the presence of intangible cultural heritage elements in the visual materials (painting, photography etc.) in the secondary school 6th grade Turkish language textbook, and to examine the distribution of them according to their types. As a consequence of the study, 277 visual materials were determined as 125 photos, 98 digital drawings, 23 drawing, 15 illustrations, 4 banners, 3 table, 2 brochure, 2 graphics, and 2 sketches. Visuals that have intangible cultural heritage elements are found in photos which are Turkish coffee, Turkish delight, kemenche, horon, Mardin, Zeibek traditional, Palace of Ishak Pasha, tarhana soup, the making of tarhana, weaving, javelin game; digital drawings which are Nasreddin Hodja, Karagöz and shadow puppetry and drawings that are Chinese whispers, handkerchief game, kissing someone's hand. Gender apartheid or violent elements has not been detected in the visuals and they are appropriate for the grade level and text content. The visuals have properties of enhancing aesthetic sensitivity; however, the drawings are incomplete in terms of facial expression and emotion.

This is a qualitative study analyzing the effect of Turkish culture on Kosovo education system within the framework of hidden curriculum. In terms of methodology, it is a case study collecting data by means of interviews, observations, and document analysis. A combination of descriptive and content analysis techniques was used in data analysis. The research showed that Kosovo Turks possess the identity consciousness necessary to conserve their culture. The language, culture, and identity, which are the key stones of culture, are present in the young generation, as well as in the middle aged and the elderly. The study revealed various hidden curriculum elements showing the effect of Turkish culture on Kosovo education system. The main finding of the study is that cultural transmission takes place in hidden curriculum through "teachers," "in-class and extensive activities," and "course books." The study concluded that Kosovo Turks, who have suffered intense pressure from different ethnic groups in the educational, social, and political spheres so far, now show serious commitment to their culture. This is indicative of that Turkish culture will be transferred to the younger generations in the future.

Educational and cultural development is strongly influenced by external conditions such as social, cultural, economic, technological, and political. So, there is a strong need to educate their effect. Some of the effects of external conditions on education and culture can be explained. a higher population puts Indonesia in an increasingly important position in the global arena. In Indonesia, this wonder happens in light of the fact that the procedure of statistic progress that created since a couple of years back was quickened by our accomplishment in diminishing fruitfulness rates, improving the nature of wellbeing and the achievement of improvement programs since the New Order time as of recently. Along these lines, Indonesia has a statistic reward which is a reward or opportunity (fateful opening) appreciated by a nation because of the huge extent of the beneficial populace (age extend 15-64 years) in the development of the populace it encounters. At that point a parameter called "reliance proportion", which is the proportion that shows the correlation among beneficial and non-gainful age gatherings. This proportion likewise shows what number of inefficient individuals whose lives must be borne by the gainful age gathering. The lower the dependency ratio of a country, the more the country is to get a demographic bonus as future development capital.

The relevance of the problem under study is associated with the actual situation which is characteristic for the present-day Russia and pertaining to the results of the state youth policy being carried out, the level of formation of national and civil consciousness of the Russian young people. The objective of the paper consists in detailing the philosophical bases, meanings and values of the Russian culture that can be used in organizing the upbringing and educational activity of the Russian youth. The leading approach to studying this problem was the culturological one acting as the methodological basis of studying the problem of upbringing of the national and civil consciousness in the Russian young people. The main results of the research have shown that the questions of upbringing of the contemporary Russian young people's civil and patriotic consciousness are understudied. There are only few works of social and pedagogical focus that consider these questions pointedly and productively. The research demonstrates the necessity of introducing the relevant modifications (amendments) concerning the Russian youth to the state social policy. It has to be clearly oriented to organizing the focused and consistent social and pedagogical activity which is aimed at shaping the national and civil consciousness of the rising generation on the basis of meanings and values of the Russian culture. The resulting materials are both of theoretical importance for further exploration of this range of problems and of practical importance for elaboration of objectives, provisions, and content of various state and public projects and programs pertaining to the civil and patriotic upbringing of the rising generation (children, adolescents, young people) and using them within the country's system of education at all levels (pre-school, school, professional, and further ones).

Culture and heritage are plural and fluid, continually co-created through interaction between people. However, traditional monologic models of cultural literacy reflect a one-way transmission of static cultural knowledge. Using the context of a large European project and augmenting the work of Buber with models of literacy as social practice, in this article cultural literacy is reconceptualized as fundamentally dialogic. We argue that cultural literacy empowers intercultural dialogue, opening a dialogic space with inherent democratic potential. Considering implications for the classroom, we outline how a dialogic pedagogy can provide a suitable context for the development of young people's cultural literacy.

The image of country is overall impression and evaluation of the country itself given by countries and people at home and abroad. It is a concrete expression of the country's strategic resources and overall strength. Since the founding of the People's Republic of China, its national image has evolved over the past 70 years. It has realized the transformation from a monist image of "political supremacy" to "democracy, livelihood, and civil rights", from a poor and backward country in the East to a rich and advanced socialist country, and from "hard power" to "soft power". In the future, the national image construction needs to improve the theoretical building and strengthen the top-level design, highlight the strategic perspective of the international communication system, expand the communication path, and enhance the time-effectiveness of the dissemination of the Chinese national image.

Debates about Catholic higher education in the United States sometimes focus too much on what Catholic colleges and universities should not do, rather than what they should do. This article attempts to reframe those debates away from the negative expressions of Catholic identity (i.e., denying guests a right to speak on campus based on their level of agreement with Catholic teaching) and toward more positive expressions, like promoting scholarship on Catholic history, culture, and theology. It reviews some key academic literature that approaches Catholic identity from this positive, proactive perspective, and attempts to categorize that literature into common, identifiable themes.

"Go to temples of science and ideas of Europe. Imitate the Tugendbund, 'the Union of Virtue', of which thousands of German youth are the members. Always keep the rule of 'Fit soul is in fit body' in mind" (Petrov, 2013, p. 72). This study aimed to show the similarities, in terms of expression, emphasis, and implication, in the about/mission/vision/goals/objectives of various science centers from around the world and in the basic themes derived from Snellman's statement above, namely, Science for all, Science Centers for all, and Human welfare that he made as a challenge to not only his people but to everyone. Document and content analyses were applied in the study. Within the scope of these analyses, this study investigated the about/mission/vision/goals/objectives sections of websites of science centers from around the world (Asia, Europe, Global, Latin America/The Caribbean, North America, Africa). From this investigation, similar basic themes, derived from Snellman's statement challenging his people/everyone to adopt this devotion to science, were found in the areas of i) expression in ASTC, CIMUSET/CSTM, CASC and SAASTEC; ii) emphasis in ECSITE, ASDC, ASCN and NSCF; and iii) implication in ASPAC, ASTEN, NCSM, ABCMC and Red-POP. These basic themes, as found in the about/mission/vision/goals/objectives of science centers, can, in effect, be narrowed down to the one theme of "cultural institutions will be a big part of human life" (Madsen 2017, p. 68) science centers in the global village (Touraine, 2016, p. 121) of the future.

This paper is an attempt to approach the concept of experiential learning and describes the implementation of the project teaching method in a secondary school in Athens. In the framework of this study, we carried out qualitative research using the method of in-depth interview. We aimed at recording the views, perceptions, feelings and attitudes of 20 students that participated in the project "Traditional dances from different parts of Greece." The results showed the significant impact of experiential learning on acquiring knowledge and developing social skills and students' attitudes, while contributing to the promotion of cultural heritage and the values of tradition. This is an original research study that depicts experiential learning in teaching as well as analyzing the teaching method of the project in combination with other different experiential/energetic educational techniques. In general, trainers and scientists of pedagogy and school psychology can use the results to design and implement educational programs in schools of all educational levels based on the experiential teaching method of learning.

This paper aims to investigate how the concept of language, culture, identity and difference work together in the implementation of the SA Program for Indonesian students and how important its application for them. Concerning the interrelatedness between the four concepts in the employment of SA program, it is found that there is a chance for Indonesian learners to create new cultures after having interaction and dialogues through English as the target language. They also construct their new identity as people who have high-skills in English, in which they are marked out differently by other people. Furthermore, regarding the importance of joining in the SA program, it is seen that the program is vital to improve students' language skills, affect their cultural transformation and increase their level of confidence in using English. However, it should be applied carefully and put some considerations due to some challenges, including the limitation of English competence, the different of learning culture characteristics, the likelihood of crisis identity. Hence, all of the emerged insights above might be beneficial for policymakers of the SA program to revisit the regulation and enhance the quality of their guided SA program. Then, it may be useful as well for the SA program educators to design and employ suitable learning strategies to be suitable with students' demands. Ultimately, it can be useful insights as well for students to be well-prepared before joining the SA program.

Focusing on Onkwehon:we (Indigenous) ways of knowing, and Haudenosaunee ways of knowing in particular, this article showcases the strengths of Onkwehon:we-led education and leadership. Under the leadership of our Youth Advisory Council, 22 young people (11 Onkwehon:we and 11 non-Onkwehon:we) took part in three days of workshops on Six Nations. The workshops were led and conducted by Haudenosaunee knowledge keepers who covered a range of topics. Six months after the completion of the workshops, 18 of the 22 youth participated in one-on-one follow-up interviews. We also conducted community impact interviews with 10 adult community members from Six Nations and Brantford. Through the workshops and interviews, we learned that Nation-specific learning helped to inform non-Onkwehon:we youth about the history of the lands on which they live, granting them access to traditions and ceremonies that resonated with them in both emotional and intellectual ways. Through experiential education and Haudenosaunee leadership, both Onkwehon:we and non-Onkwehon:we youth learned to value the original instructions, build relationships, and address the challenges of decolonization in an increasingly uncertain world.

This research was aimed to develop multimedia and activities to enhance knowledge about arts and cultures for community youths through social lab at the community under the bridge zone 1, to determine the quality of the multimedia and activities, to examine the learning achievement of the community youths, to evaluate the satisfaction of the sampling group and to evaluate the after-action review (AAR) of the organizers. The research tools in this study included the quality evaluation form for contents, the quality evaluation form for media and activities, the learning achievement test, the satisfaction survey for the sampling group towards the multimedia and activities, and the activity to get after-action review (AAR) of the organizers. The sampling group consisted of people who had lived in the community under the bridge zone 1 for over 2 years had participated in this research from the beginning till the end. There were 120 people who filled out the questionnaires. They were chosen using purposive sampling method. The group included local people and community youths. The research results showed that the organizers ran the project about dancing performance alongside single-head drums for the community youths through social lab. The multimedia included vinyl media and video clips to teach dancing performance alongside music from single-head drums. The clips and teaching were made by students who got scholarship from KMUTT for their art and cultural skills and the fence-painting activity was done by graduate students from the LTM652 Principle and Theories of Mass Communication course. The organizers analyzed, designed and developed multimedia and activities in accordance with the ADDIE Model in the first semester of the academic year 2018. The quality of the contents was at a good level (x-bar = 4.46, S.D = 0.26). The quality of the media and activities was at a very good level (x-bar = 4.60, S.D = 0.26). The learning achievement of the students from their pre-test and post-test scores showed that their average post-test score was higher with statistical significance at the 0.05 level. The satisfaction of the sampling group was at the highest level (x-bar = 4.63, S.D = 0.56), confirming the research hypothesis. The after-action review showed that it was at a good level. The organizers expressed their opinion that the multimedia and activities to enhance knowledge about arts and cultures for community youths through social lab were beneficial for both the organizers and the community youths. The organizers learned how to work as a team and they could use their skills in real situations. They realized the importance of giving, especially teaching knowledge about arts and cultures for community youths. The community youths learned to spend their free time on useful activities and did not involve in drug abuse. They also learned new skills and they could do dancing performance to earn their living on the weekends and holidays or when there were festive events. It could be concluded that the multimedia and activities to enhance knowledge about arts and cultures for community youths through social lab were of good quality and could be applied for real use.

This study involved using teaching strategies from the ARCS Motivational Model to develop new interdisciplinary curricular modules and ability assessments that combine Atayal culture with information technology. The purpose was to explore whether, through pedagogy based on the ARCS motivational model, indigenous middle-school students had a significant improvement in teamwork, creative thinking, and communication abilities, and whether or not students' interest in information technology and culture was inspired. Research subjects were 17 first-year students in an Atayal Comprehensive Junior-Senior High School in Nan'ao, Yilan County. The research period was 2016-2017, and data was collected from teaching demonstrations, thoughts written down by students, and tests. Research tools include the qualitative written thoughts of the students and a quantitative assessment of the key abilities of teamwork, creative thinking, and communication abilities. There were a total of 33 items. To explore whether there was a significant change in indigenous students' teamwork, creative thinking, and communication abilities, the Wilcoxon signed-rank test was used for statistical analysis of pre-test and post-test results. Research results show that indigenous students performed significantly better in the post-test than in the pre-test with respect to teamwork, creative thinking, and communication. The thoughts students wrote down after class clearly expressed interest in the cross-disciplinary course combining culture and information technology. Therefore, the course using an ARCS motivational model to combine Atayal culture and information technology significantly improved indigenous students' teamwork, creative thinking, and communication abilities.